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!!"0$1-.*/,, PBL 1. 21#. &'( (Case / Scenario) "1 $. 2" !"61-!" 5$"&)1$ 2. /1%2 -!" "1 !"",&A% /2 3. 001 !%2 (Tutor / Facilitator) !"1 84100",,&,5& 4. , 1 !", : %" ""1-!"
*0 00 PBL , 1. &'(&) $ 0 5 -!" %7 !" 71" 2. -!" ./ 5-8 ./1 % +0&'(1 : &, >%#. #$ ! 02 !"!$" 3. 71/8 "&'(.#. 4. %" !"$% 0/8 "&'( 5. /$,1,"15& !",,.5$"0/8 "&'(5$"18!"1 08" 6. 43""$"1 7. 00 %2 71,& 881 !",5$"5&"" /%" $.,147 8. & - /111 (Self assessment) & - /112 (Peer assessment) ,/- & 5&&)"!" 0 (Feedback) % ?1 1"11 1. Neufeld VR, Barrow HS, (1974) 6The McMaster philosophy7: An approach to medical education. Journal of Medical Education 49(11):1040-1050. 2. Schmidt HG (1993) Foundation of problem-based learning: some exploratory notes. Medical Education 27:422-432 3. Barrow HS (2000) Problem-Based Learning Applied to Medical Education. Revised edition. Southern Illinois University School of Medicine, Springfield, Illinois. 4. QueenFs University at Kingston : http://meds.queensu.ca 5. Vernon & Blake, 1993 Academic Medicine 67,557-562 6. BMJ 326:328-30;2003
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